The diploma thesis is called "Sensory experience in art education." The theoretical part explores sensory perception through the knowledge of philosophy, psychology and art theory. It contains examples of the art works of the selected artists. It also deals with the content of RVP in relation to sensory perception and didactics of art education, with a specific purpose of designing an art project in art education. The essence of the didactic part is to devise an art project with the focus on human senses. Each of the tasks is centred on one of the senses: sight, smell, hearing, touch and taste. This project is further tested in practice with the help of the second grade students of elementary school and high school. The results are then analysed and evaluated. The amended form of the project can be currently used by art teachers. The selected tasks are the basis for the creative, authorial process of art work, which reflects the effect of the tasks and develops the students' further abilities.

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Laboratory work is considered important for student achievements in science education. This thesis will contribute with increased knowledge about lab work in science education in Swedish secondary school. The main purposes are to describe secondary school science teachers’ objectives for lab work and to describe how these objectives are implemented during laboratory exercises. The thesis shows and discusses, from a teacher perspective, the complexity involved in lab work.The thesis is comprised of four papers based on empirical analysis of teacher interviews, laboratory manuals and laboratory exercises. Two interview studies identified which objectives the teachers consider important and compared these to international studies. Two case studies identified how the teachers’ objectives are put forward during lab work and what factors are important for the implementation of objectives.The results from the interview studies show that Swedish secondary school science teachers express general objectives including the development of students’ understanding of concepts and phenomena, of their interest in science and ability to think and reflect upon labwork. This is to a large extent in accordance with objectives identified in international studies. However, when the teachers describe specific laboratory exercises they emphasize the activity and the laboratory skills. Some of the teachers describe lab work that includes scientific inquiry but not specifically, knowledge about the nature of science. Scientific inquiry was mostly used to develop interest in science and not to develop knowledge about how to systematically investigate phenomena in nature. The teachers express their objectives differently in different contexts. The laboratory manuals mostly put forward objectives to help students identify objects and phenomena and to learn facts, which is not always in accordance with the teachers objectives. Results from the case studies show that the teachers’ objectives do not always correspond to the students’ views of important things to learn. It is not obvious that lab work in itself make students understand a certain scientific content, they need help to “see what is intended to be seen”. Interactions between the teacher and the students are important to help students perceive the teacher’s objectives. Many interactions have a starting point in the laboratory manuals, and if the objectives in the manual correspond to the teacher’s objectives it makes it easier for both the students and the teacher to reach the intentions for the laboratory exercise. Implications for science teaching are discussed. / Att laborationer har en naturlig och central plats i naturvetenskaplig undervisning håller de flesta med om men hur stor vikt svenska grundskollärare lägger på det laborativa arbetet och dess betydelse för elevers lärande i naturvetenskap är inte klarlagt. Denna avhandling ska ge ytterligare kunskap om det laborativa arbetet i svensk grundskola. Avhandlingen har två huvudsyften. Det ena är att ge en beskrivning av de mål för laborativt arbete som lärare i den svenska grundskolans senare år anser viktiga. Det andra är att beskriva hur laborationer som genomförs i skolpraktiken förverkligar de uppsatta målen. Avhandlingen uppmärksammar och diskuterar det laborativa arbetets komplexitet utifrån ett lärarperspektiv.De fyra delstudierna bygger på empiriska undersökningar av intervjuer med lärare, deras laborationsinstruktioner och av det laborativa arbetets genomförande. I två intervjustudier analyseras vilka mål som anses viktiga och hur dessa förhåller sig till internationell forskning om mål med laborationer. I två fallstudier analyseras hur lärarens mål framträder under det laborativa arbetet och vilka faktorer som har betydelse för hur målen implementeras.Resultaten från intervjustudierna visar bland annat att lärare i den svenskagrundskolan uttrycker generella mål för laborativt arbete som att eleverna skautveckla sin förståelse av naturvetenskapliga begrepp och fenomen, sitt intresse för naturvetenskap, och sitt reflekterande över laborativt arbete. Detta överensstämmer i stor utsträckning med mål som framträder i internationella undersökningar. När lärarna talar om specifika laborationer betonar de istället själva aktiviteten och de laborativa färdigheterna. Lärarna uttrycker således sina mål olika i olika sammanhang. Lärarna erbjuder laborationer där undersökande arbete förekommer men de utnyttjar inte laborationerna till att skapa förståelse av naturvetenskapens karaktär. Det undersökande arbetet utnyttjas främst för att öka intresset för naturvetenskap och inte för att ge kunskap om metoder för naturvetenskapliga undersökningar. Laborationsinstruktionerna innehåller i stor utsträckning mål för att hjälpa elever att identifiera objekt och att lära sig fakta. Instruktionernas mål stämmer inte alltid överens med lärarnas mål med laborationerna. Resultaten från fallstudierna visar att lärarna ofta har fler mål med laborationerna än de som kommer fram under genomförandet och att lärarnas mål inte alltid överensstämmer med vad eleverna uppfattar som viktigt. Det är inte självklart att det laborativa arbetet i sig medför att eleverna förstår ett visst naturvetenskapligt innehåll, eleverna behöver hjälp att ”se vad som är avsett att se”. Interaktionerna mellan lärare och elever och mellan elever och elever är mycket viktiga för att eleverna ska uppfatta målen. Mycket av interaktionerna tar sin utgångspunkt i laborationsinstruktionen. Om målen i denna överensstämmer med de mål läraren vill eftersträva underlättar det både för läraren och för eleverna. I avhandlingen diskuteras konsekvenser för undervisningen.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present paper, entitled "Technologies and their Interfaces in the Field as Strategy of Capital Control", has as objective analyzing the entrance of technologies in the agrarian space of the municipal district of Lagarto - Sergipe, as a subordination strategy and control of the work, above all, of the familiar farmer production by the capital. Starting from the Marxist critical analysis, based in the conflict capital x work-nature, it was possible to unmask the contradictions imposed by the productive restructuring of the capital in the field, in which the State is mediator of the entrance of technologies, guaranteeing the accumulation of the capital. Among the technologies that penetrated in the municipal district of Lagarto, there is a larger importance to the ones which are applied in the orange agribusiness (main agricultural product of Sergipe), and inserted in the area Center-south and in specific, the municipal district of Lagarto, starting from 2003 with the Program of Revitalization of Citricultura, by the action of the state Government. In spite of the width and of the force of the technologies found in the orange production, other present technologies in the municipal district were also analyzed: the one of production of tobacco in greenhouses under command of the company Souza Cruz; the irrigation techniques in the Irrigated Perimeter Piauí and the biotechnologies with the action of EMBRAPA. In the diffusion of those technologies, it is present the speech of the improvement of life conditions of the population of the field, through the employment generation and income, however, the study of the interfaces (two sides in which is covered the process of entrance of technologies in the field), it allowed to prove the unequal and combined movement of the capital in the limitless search for profit. The technologies in the municipal district of Lagarto, at the same time that signal the increase of productivity, they engender the spacialization in new work ways and production without, however altering in the capital cycle, the reproduction farmer's process. The redefinition of the production relations and work happens, especially, by the monopolization of the territory by the capital in the appropriation of the surplus of the unit production of farmer family, predominant in the municipal district. / O presente trabalho, intitulado As Tecnologias e suas Interfaces no Campo Como Estratégia de Controle do Capital , teve como objetivo analisar a entrada de tecnologias no espaço agrário do município de Lagarto - Sergipe, como uma estratégia de subordinação e controle do trabalho, sobretudo da unidade de produção familiar camponesa, pelo capital. A partir da análise crítica marxiana, fundamentada no conflito capital x trabalho-Natureza, foi possível desvendar as contradições impostas pela reestruturação produtiva do capital no campo, na qual o Estado é mediador da entrada de tecnologias, garantindo a acumulação do capital. Entre as tecnologias que adentram o município de Lagarto, têm maior importância as que são aplicadas no agronegócio da laranja (principal produto agrícola de Sergipe) inseridas na região Centro-Sul e em especificidade o município de Lagarto, a partir de 2003 com o Programa de Revitalização da Citricultura pela ação do Governo estadual. Apesar da amplitude e da força das tecnologias se encontrarem na produção de laranja, outras tecnologias presentes no município também foram analisadas: a da produção de fumo em estufas sob comando da empresa Souza Cruz; as técnicas de irrigação no Perímetro Irrigado Piauí e as biotecnologias com a ação da EMBRAPA. Na difusão dessas tecnologias, é presente o discurso da melhoria das condições de vida da população do campo, por meio da geração de emprego e renda, entretanto, o estudo das interfaces (dois lados em que se reveste o processo de entrada de tecnologias no campo), permitiu comprovar o movimento desigual e combinado do capital na busca ilimitada do lucro. As tecnologias no município de Lagarto, ao mesmo tempo em que sinalizam o aumento da produtividade, engendram a espacialização de novas formas de trabalho e produção sem, contudo, alterar no ciclo do capital o processo da reprodução camponesa. A redefinição das relações de produção e trabalho ocorre, especialmente, pela monopolização do território pelo capital na apropriação do excedente da unidade de produção familiar camponesa, predominante no município.